The digital revolution has resulted in the elimination of a number of our traditional ways of learning and working. This is happening both outside and within the classroom. It is evident that a new way of learning is needed to be developed. But how will this be achieved? The answer is that it will require not only the creation of digital infrastructures to facilitate learning but also answering the fundamental question of what education and learning in the near future.
This article explores ways to make learning a part read review of our lives in the digital age, drawing upon the contributions of researchers and teachers from all over the world. It is written for learners (including parents and students), educators, curriculum designers as well as technology experts, researchers in learning sciences, as well as policymakers.
There are a myriad of opinions on what digital-age learning should be like. However there is a broad consensus that we must promote the co-evolution between learning and the modern technology of communication. This means exploring the possibilities for radical new ways of thinking about learning and for establishing innovative methods that can be supported by modern communication technologies.
One of the biggest challenges is that the current use of new technologies in learning are a type of “gift wrapping” (Fischer 1998). These technologies are integrated into existing frameworks, like instructionism and fixed curriculum. They also serve as a supplement to uncontextualized, also known as decontextualized learning. A lot of comparative studies rely on a face-toface setting as a baseline. This restricts the study to specific tasks and functions that are only accessible digitally.